How does a storytelling intervention influence students’ behaviour during a school overheating event

Abstract

A new story, “The Hottest Day in School”, was designed as a pre-heatwave intervention to enable children to have the confidence to change their behaviour in school, such as drinking more water during a heatwave. A control: intervention approach was taken for two schools, where 5 classes read the intervention story following an advanced high-temperature warning being issued. On the high-temperature day, researchers visited classes and asked children to complete a sticker task to reflect on “my day” and “my better day”. 13 stickers were available to choose from including actions (such as removing clothing) and thermal comfort statements (such as too hot). Sticker diaries of children in the intervention classrooms show a higher frequency of stickers which reflect the heatwave messaging in the story than control classrooms. KS2 intervention classroom children were found to be twice as likely to select heatwave messaging stickers (chi-square test, p=0.03).

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